The teaching of language is dependent on teachers. There are several models in the teaching of language.

Books may present ample theories and models on language teaching. The teaching of English Language is anchored on the reason of developing communicative competence, i.e.; the ability to use the language correctly and appropriately to communicate effectively. The most wanted result of the language learning process is the ability to communicate competently, not necessarily the ability to use the language exactly as the native speakers of the language do.

Linguistic competence is knowing how to use grammar, syntax, and vocabulary of language.
Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating

Discourse competence is knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Strategic competence is knowing how to recognize and repair communication breakdowns, how to work around gaps in ones knowledge and in the context.

self-development. This goal is unrelated to the fact that some people actually use the second language, as in the group-related dynamics of Community Language Learning. a method of training new cognitive processes. By learning another language, students acquire methods of learning or new perspectives on themselves and their societies.

a way- in to the mother-tongue. The students awareness of their first language is enhanced by learning a second language. an entre to another culture. Students can come to understand other groups in the world and to appreciate the music and art of the cultures.

a form of religious observance. For many people a second language is part of their religion, whether Hebrew for the Jewish religion, Arabic for Muslims, or indeed English for Christians in some parts of the world. a means of communicating with those who speak another language. We all need to cope with people from other parts of the world whether for business or pleasure.

the promotion of intercultural understanding and peace .For some, the highest goals of language teaching are to foster negotiation rather than war or changes in the society outside the classroom.

Developing students awareness of the reading process and reading strategies by asking them to think and talk about how they read in their native language. Allowing students to practice the full repertoire of reading strategies by using authentic reading tasks- Teachers encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.

Working with reading tasks in class- Teachers show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies. Practice reading strategies in class and outside of the class in the students reading assignmentsTeachers encourage students to be conscious of what they are doing while they complete reading assignments.

Encouraging students to evaluate their comprehension and self-report their use of strategies- Teachers build comprehension checks into in-class and out of-class reading assignments, and periodically review how and when to use particular strategies. Encouraging the development of reading skills and the use of reading strategies through the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.